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Unit Plan on Communication

German III Winter 2014
Michael Bartus

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TABLE OF CONTENTS
I. Description of Learning Environment ............................................................ 3 II. Overview of Instructional Design .................................................................. 4
National and State Standards ........................................................................................................... 4 Incoporation of Authentic tests, Technology, and Cultuarl & Discisplinary Connections ............. 5 Functional Learning Objectives ...................................................................................................... 6 Plan of Instruction ........................................................................................................................... 7

Lesson Plan #1 .................................................................................................... 8

Desired Results ................................................................................................................................ 8 Goal Areas / Targeted National and State Standards ................................................................. 8 ACTFL National Standards for Foreign Language Learners: ................................................... 8 Objectives .................................................................................................................................... 8 Materials ..................................................................................................................................... 8 Acceptable Evidence ................................................................................................................... 8 Learning Expierence........................................................................................................................ 9 Lesson Plan Steps........................................................................................................................ 9 Rationale for Lesson Steps ........................................................................................................ 10

Lesson Plan #2 .................................................................................................. 11

Desired Results .............................................................................................................................. 11 Goal Areas / Targeted National and State Standards ............................................................... 11 ACTFL National Standards for Foreign Language Learning: ................................................. 11 Objectives .................................................................................................................................. 11 Materials ................................................................................................................................... 11 acceptable EVIDENCE ............................................................................................................. 12 Learning Expierence...................................................................................................................... 12 Lesson Plan Steps...................................................................................................................... 12 Rationale For Lesson Plan Steps .............................................................................................. 13 Reflection .................................................................................................................................. 14

Lesson Plan #3 .................................................................................................. 15

Desired Results .............................................................................................................................. 15 Goal Areas / Targeted National and State Standards ............................................................... 15

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ACTFL National Standards for Foreign Language Learning: ................................................. 15 Objectives .................................................................................................................................. 15 Materials ................................................................................................................................... 16 Acceptable Evidence ..................................................................................................................... 16 Learning Experience...................................................................................................................... 16 Lesson Plan Steps...................................................................................................................... 16 Rationale for Lesson Plan Steps ............................................................................................... 17 Reflection .................................................................................................................................. 18

Assessments ..................................................................................................... 23 Kapital 9 Exam .................................................................................................. 24 Kapital 9 Pre/Post test ...................................................................................... 29 Oral Assessment on the Film Rosenstrae .................................................... 34 Further Information to Assessments .............................................................. 35
Kapital 9 Pre/Post test ................................................................................................................... 35 Evaluation Method .................................................................................................................... 35 Results ....................................................................................................................................... 35 Kapital 9 Exam .............................................................................................................................. 35 Evaluation Method .................................................................................................................... 35 Results ....................................................................................................................................... 35 Oral Assessment ............................................................................................................................ 36 Evaluation Method .................................................................................................................... 36 Results ....................................................................................................................................... 36 Reflection ...................................................................................................................................... 36

Reflection and Plans for Revision ................................................................... 36

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I. DESCRIPTION OF LEARNING ENVIRONMENT

This unit plan will be used in two different sections of a German III class at Rockford High School. In these sections of German, there are a variety of learners. A majority of students have been born and raised in Rockford. The Rockford School District encompasses families from a variety of socioeconomic backgrounds, and as such, there is a great diversity among my students. All students, expect one are native English speakers, the one expectation is a German foreign exchange student who wished to enroll in our class, to further learn the grammar of her mother tongue. The German classes consist mostly of 11th grade students, although there are about 2-3 seniors in each section. In terms of proficiency, most possess written and oral Intermediate-Low, according to the ACTFL Proficiency Guidelines (2012). Some students have shown themselves to possess lower oral proficiency, which can be rated as Novice-High (2012). Most German III students have completed at least 4 semesters of German before beginning this course. One student is currently enrolled in both German II and III. While planning instruction, it was important to keep in mind the different learning needs of the students. One example of this being that not all students have equal access to technology at home, so when creating activities which involve the use of technology, certain arrangements will be made to ensure that all students can complete the required assignments.

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II. OVERVIEW OF INSTRUCTIONAL DESIGN

National and State Standards

The title of this unit is Kommunikation (communication) and will last for 3 weeks. The thematic context of the unit will focus on the various means of communication utilized by Germans and Americans. The following ACTFL National standards for foreign language learning and State of Michigan World Language Standards will be targeted: Communications Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2 Students understand and interpret written and spoken language on a variety of levels. Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections Standard 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. Comparisons

Bartus 5 Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities Standard 5.1 Students use the language within and beyond the school setting.

Incoporation of Authentic tests, Technology, and Cultuarl & Discisplinary Connections

Authentic texts will be incorporated throughout the unit. For example, an article recovered from Deutsche Welle about the social media website Facebook and the mobile application Whatsapp and storing of users personal data will be read. Scaffolding in the form of providing unfamiliar vocabulary, reading strategies, and more will be used to make the text comprehensible to all. Using the text, students will reflect in the target language on their own uses of communication, and give their opinions about whether they will continue to use social media websites and applications, which save their personal information. Technology will be incorporated into this unit. One project the students will be asked to complete is to use an online pen-pal service to send a letter in the target language to a native speaker in a German speaking country. Students will prepare this email before-hand, and will be proofread by the instructor before sending. Cultural and disciplinary connections will occur through the viewing of the German Rosenstrae. Through the film, students will further their history knowledge by viewing the events of Rosenstrae during World War II. The focus of the film revolves around the story of a German-Jewish family and their practices, and through this, students will make connections between the practices that they hold dear, and the practices that are important to the students and their families lives.

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Functional Learning Objectives

In this unit, students will: 1. Demonstrate knowledge of the different modes of communication Germans use. 2. Make connections and identify differences between the methods the students use to communicate and the target cultural. 3. Identify vocabulary related to our theme of communication. 4. Engage in conversations and provide opinions based on reading authentic German articles 5. Describe daily papers or weekly magazines 6. Identify when two-way prepositions take the accusative or dative case. 7. Discuss computer-related topics

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Montag

7
Dienstag Mittwoch Donnerstag Freitag

Wie kommunizieren Sie? Benutzten Sie Twitter, Facebook oder andere Sozialmeiden? Beginnen wir mit den Vokabelwrter, und wir werden sie in einem Kontext gebrauchen.

Wir werden mit dem Projekt beginnen. Jede Schler muss einen Brieffreund finden und zu ihm schreiben Die Schler werden den Brief im Unterricht schreiben

PACE Lesson Plan. Students will be taught the Wechselprpositionen though the telling of a story. Students will be asked to help build the new grammar rule with the instructor, and will be given activites to complete regarding the new rule.

Students will review the Wechselprpositionen covered in class yesterday. Students will also recieve back their rough drafts of their letter to be sent to a pen pal. In class, students will peer edit a classmates letter, and provide feedback and tips for improvement Hausaufgaben: bung 11-12

Vokabelquiz The students will view the film Rosenstrae. Students will be asked to summarize in German the plot of the film, the characters, the problem, and the solution to the film. They will also be asked to connect the moral of the film to todays society Hausaufgaben: Keine! Schnes Wochenende!

Plan of Instruction
To the left in table format is an overview of the plan of instruction for each unit. Under each day, the main activity for the lesson is listed in detail. Not listed in the table is providing time

Hausaufgaben: bung 13 im Buch

Hausaufgaben: bung 4-7 im Buch

Hausaufgaben: bung 8-10 im Buch

New vocabulary list will be provided to students, and will be practiced in a context in the form of paired interviews. Students will also have been asked to send their letters to their pen pals over the weekend.

Students will engage in a reading of an authentic German article titled Wofr Facebook Whatsapp braucht and will be provided questions to answer regarding their social media use. The instructor will then lead a discussion, in which students give their opinions on the issue of privacy in relation to social media use Hausaufgaben: bung 16-19 im Buch

PACE Lesson plan on the use of Da and Wo compounds in German. Students will help build the new grammar structure, and engage in interpersonal communicative activities to deepen their understanding.

Review Day. Students will engage in a station activity for the hour. Students will rotate around 8 different stations and practice the different target objectives of this event. By the conclusion of the activity, students will be properly prepared for the exam, which will take place on Tuesday .

Vokabelquiz Students will view the film Rosenstrae to the end. Once the film is finished, the instructor will continue the discussion from the previous week, and ask students to participate in a discussion about the film in the target language. Students will have time to work in groups, to discuss what they will discuss for their oral exams about the film.

for the correction of homework, and review activities for each day, which will be used to formatively assess student understanding of the previous days targeted objective.

Hausaufgaben: bung 13 -15 im Buch Written Exam for Kapital 9

Hausaufgaben:bung 20-23 im Buch Oral Exam for Kapital 9. End of Unit

Unit Plan

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LESSON PLAN #1
INTRODUCTION TO UNIT AND VOCABULARY ACTIVITY

Desired Results
GOAL AREAS / TARGETED NATIONAL AND STATE STANDARDS ACTFL NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNERS: Communication 1.1 Students engage in conversations, provide and obtain information, express feelings and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2 Students understand and interpret written and spoken language on a variety of topics. OBJECTIVES I. Students will describe how they communicate with one another, their families, and other people they know. II. III. Students will explain their social media use, and provide reasons why they use them. Students will engage in conversations with one another to find out their classmates communication methods. MATERIALS Materials for this less will include: a whiteboard, markers, and vocabulary worksheet for students to complete. ACCEPTABLE EVIDENCE Acceptable evidence for this lesson will show itself if students are able to use the new vocabulary in a conversation with one another on the topic of how they communicate. If students can do this, then report back on what they learned from their peers, this will show the teacher that students have demonstrated knowledge of the vocabulary.

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Learning Expierence
LESSON PLAN STEPS 1. The lesson will begin with the teacher introducing the new chapter of communication. As a class, we will begin the unit by discussing the learning objectives, and what they, the leaners will be able to do with the language at the conclusion of the unit. This will be done in the target language. 2. After the goals have been discussed, the instructor will introduce the vocabulary list from the book for the class, and pronounce each word for the students, and have them repeat back. Also for some words, they will be introduced in phrases so that the students can hear how these words may be used. 3. After the teacher has finished reading the list with the students, he will send them on akademische Spaziergang (academic walk) and have the students read through the list with a partner, while walking a lap around the building. They will practice repeating the vocabulary from German-English and English-German until they get through the entire list. 4. Once the students arrive back in the classroom, the teacher will pass out the vocabulary activity for the students to complete. The activity will involve the students engaging in an interpersonal communication activity. The first thing the students will have to do is chose 20 different words from their vocabulary lists, and make logical pairs of them. 5. Once students have made the pairs of words, they will be asked to independently create 10 different questions using the pairs of words that they wrote in the previous step. 6. Once the questions are written, students will be asked to find a partner and hold a mock interview, in which they ask the 10 questions they wrote. They will also be asked to write down the answers of their partners. 7. Once students have completed the interviews, the class will join back together, and the instructor will ask several students to share the questions that they had written. Once a student reads the question they had written, the instructor will then ask the same student to report on what their partner said.

Unit Plan RATIONALE FOR LESSON STEPS

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1. This first step is important for the teacher to communicate the expectations that he has for his students. By discussing together the goals for the unit, all students understand more clear what objectives we are trying to reach, and what they will be able to do with the language once they complete the unit. 2. This step is done to clearly show to the students how words are pronounced, and explain the meaning of words so there is no confusion among students. 3. This step is done as an application of Gardners (1989) theory of multiple intelligences for the bodily-kinesthetic learners of the class. By having students pair up, walk around the building and recite the vocabulary words, the theory states this will help the bodilykinesthetic students retain the information better, as opposed to sitting and reading through the list in their seats. 4. This vocabulary activity is given to students, so that they can practice using them within a context, not a meaningless list. This first step involves them making logical pairs because I would like them to practice the new vocabulary in a meaningful way, while at the same time maximizing the most possible use of the new words. 5. This step is done to help produce a conversation that will occur later. In a foreign language classroom, students do not often receive the chance to ask questions, but rather answer them. By having them build questions with the vocabulary, they are not only working with the new words in a context, but also practicing this skill. 6. This step allows the students to engage in a interpersonal communicative activity with one another. By being able to ask their questions and provide answers to their partners, the students are communicating in the target language with a variety of new vocabulary related to our current unit. By having the students write down the answers of their partners, this helps formatively assess the students understanding of the activity that just occurred. 7. Another reason to have students write the answer of their partners, this helps the teacher hold the students accountable for the work they are doing, and helps keep them engaged during the activity. By sharing the information in the class, this helps the teacher check for understanding also, and may aid other students in comprehension of the language by listening to their peers.

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LESSON PLAN #2
PACE GRAMMAR LESSON ON TWO-WAY PREPOSITIONS

Desired Results
GOAL AREAS / TARGETED NATIONAL AND STATE STANDARDS ACTFL NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING: Communication 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2 Students understand and interpret written and spoken language on a variety of topics OBJECTIVES I. Students will identify the grammatically structure in German known as the two-way prepositions in sentences and be able to describe their usage. II. Students will apply their knowledge of two-way prepositions by writing sentences in German using this structure. III. Students will engage in a conversation using this grammar structure. MATERIALS Materials for this lesson will include: a whiteboard, markers, PowerPoint presentation, projector, and worksheets for students to complete.

Unit Plan ACCEPTABLE EVIDENCE

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Acceptable evidence for this lesson will include a variety of things. First, if students can help demonstrate on to build the new grammar structure, this will show the teacher they are beginning to understand the concept. Furthermore, if students are able to engage in conversations with one another using this form with accuracy, that will show the teacher the students have demonstrated knowledge of the new material.

Learning Expierence
LESSON PLAN STEPS

1. The lesson will follow the PACE model for teaching grammar. The grammar structure
being taught is the two-way prepositions. The basic rule for this grammatical structure is when there is a preposition phrase in a sentence that incorporates the use of one of these prepositions, if there is sometime type of movement by the subject, then the prepositional object takes the accusative case. If the subject is stationary, then the prepositional phrase takes the dative case.

2. The instructor will begin the PACE lesson plan. The story taking place is a simple one,
which will also allow the students to take part in: my daily schedule of the things I do. As the story is being told, the instructor will bring students into the conversation, and ask for answers to questions such as.

Wohin gehst du, wenn du aufwachst? In die Kche oder in den Badezimmer?
(Where do you go once you wake up? In the kitchen or in the bathroom?)

Wenn du in die Klassenzimmer kommst, setzt du deine Sachen auf dem Tisch oder
auf dem Boden? (One you arrive in class, do you set your things on the table or on the floor?)

Wie kommst du in die Schule? Mit dem Bus oder mit deinem Auto? (How do you
get to school? With the bus or with you car?)

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3. Once the story is finished, the instructor will draw attention to the grammatical structure
being introduced. The teacher will ask the students in the target language?

What are you noticing about the grammar structure here? What can you say about the prepositions? Is there something happening with the cases of the prepositional objects? How do
you know this is true?

Can you see a difference, when one object is in the dative case, and when one
object is in the accusative case? Whats happening when the subject is moving? When the subject is not moving?

4. Once the students have successfully worked together with the instructor to construct the
new grammar rule, the teacher will begin with the direct instruction of the rule. Together, we will work to reach the definition (in the target language): Two way prepositions take the dative case when they answer the question of wo, and they take the accusative case when they answer the question wohin.

5. Once the rule has been successfully constructed, students will engage in an extension
activity. Students will be asked to interview others in pairs, and ask about their daily routines. During this activity, they will be told that they will need to write down the plans of their partners, and will have to report back to the teacher. After they have written down each others responses, they will need to indicate where any two-way prepositions where used, and indicate whether their partner used the new grammar structure. RATIONALE FOR LESSON PLAN STEPS 1. This model is used because of the advantages it offers students by teaching grammar through storytelling. First, the story makes the lesson more memorable for the students and helps keep them engaged in the material. Furthermore, this strategy allows the student to construct the grammar rule, instead of being taught via direct instruction, thus asks for higher levels of thinking.

2. This story was chosen for the simplicity of it, and how easy it is to include students in the
story, as they are able to talk about their own experiences. Asking the students questions, and keeping them involved in the presentation are meeting several purposes. First, this helps the learners keep themselves engaged the entire period, because they realize that

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they may be called on to answer a question. Second, it has them practicing the grammar rule before the rule itself is built, which allows them to begin thinking about how the structure is formed.

3. This begins the attention and construction sections of the PACE model. By guiding the
students in the right direction by asking the right questions. They will begin to think about making a definition for the rule being introduced. By building the connections themselves, this empowers the students, and helps them feel more confident in their abilities as they work to construct the rule with their instructor.

4. This step is crucial as this formally provides the grammar rule for the students and gives
them an explicit definition, so everyone in the class is clear on what the rule is.

5. This activity allows the students to use the newly constructed grammar rule, and practice
it in a context. This extension activity is important because it allows the students to continue to see how the grammar is used in context, specifically in an interpersonal communication activity. In addition, by having the students report back to the instructor on who they spoke to, this helps them hold accountable for their work, and encourages them to stay in the target language when speaking with each other. REFLECTION Overall, I felt the lesson was a success. As I was performing the presentation component, I was a little worried as I saw some confused faces as I was speaking, so if I could do this lesson one more time, I would script out my language more specifically, so that I knew 100% that it would comprehendible to all. After the conclusion of the lesson, I do believe students met all three objectives.

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LESSON PLAN #3
READING ACTIVITY

Desired Results
GOAL AREAS / TARGETED NATIONAL AND STATE STANDARDS ACTFL NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING: Communications 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communications 1.2 Students understand and interpret written and spoken language on a variety of topics Cultures 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Comparisons 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. OBJECTIVES I. Students will identify vocabulary related to the theme of communication in the target language by reading an authentic German text about the Smartphone application Whatsapp II. Students will identify and compare American and German perspectives on the use of social media websites and the saving of personal information III. Students will synthesize opinions in the target language on the issue of websites saving personal information, and will express this opinion in an interpersonal communication activity with first a classmate, and then with the instructor in a group discussion.

Unit Plan MATERIALS

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Materials for this lesson will include: a whiteboard, markers, the Deutsche Welle article titled Wofr Facebook Whatsapp braucht, questions for the students to answer regarding communication, and a vocabulary list to provide scaffolding for students. The article was taken from http://www.dw.de/wofr-facebook-whatsapp-braucht/a-17454493

Acceptable Evidence
Acceptable evidence for this lesson will occur after the reading activity, if students can show that they have understood the text they have read, that would show the teacher the lesson was a success. This could occur in a variety of ways. For example, through the different written and speaking activities, if students can produce meaningful language with the incorporation of the text given, that would show the teachers would able to successful decipher this text using their language skills.

Learning Experience
LESSON PLAN STEPS 1. The instructor will begin the lesson with a discussion of the students social media use. As a class, the teacher will ask questions in the target language such as What types of social media websites do you use? How do you use them? On your computer or with a smartphone? and Who do you communicate with? Furthermore, the instructor will ask someone familiar with the application Whatsapp to explain its function in the target language. As the discussion is occurring, the instructor will write unfamiliar vocabulary words on the whiteboard as needed, to provide scaffolding for students. 2. Next, the teacher will group students in pairs, and hand out the German article Wofr Facebook Whatsapp braucht, and instruct students to work collaboratively to decipher the article. 3. Before the learners begin the reading activity, the teacher will model strategies for reading in a foreign language. For example, the teacher will say in the target language: The first thing you should look for in a sentence is the conjugated verb and the subject. Most of these verbs should be familiar to you already. Once you determined the who is doing what you can

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move on to figuring out the other parts of the sentence, i.e. what the direct/indirect objects are, prepositions etc.. The instructor will model this strategy with the first two sentences of the article. 4. The class will now engage in the reading activity with their partners. The instructor will circle the room, check for understanding, and provide support as needed, to ensure that all students comprehend the article they are reading. 5. Once the students are finished with the article, they will be asked to write their answers to the following questions: How widespread is Whatsapp in America? Do you know a lot of people how use Whatsapp? Who do you/they communicate with? Can you accept the saving of your personal data, and continue to use these social media websites, or will you cease to use them? Students will in their pairs discuss their answers to these questions. 6. Once the class is finished with the activity, the instructor will bring the class together again, and as a group, build and summarize the main points from the article, and discuss the argument, which was being made. Then, the teacher will ask for the students thoughts about how Germans perceive the saving of personal data, and what in the article supports this statement. 7. Once the article itself has been discussed, the instructor will discuss the students written responses, and ask a few students to share their responses, the instructor will engage those students, and the class as a whole, in conversations based on their answers. One of the topics of the conversation will be to compare the Americans view on saving personal data, and how the Germans perceive this. RATIONALE FOR LESSON PLAN STEPS 1. This step is used to help introduce the topic of social media, in regards to our unit on communication. Furthermore, while the teacher has preplanned the questions to be asked, the answers that follow will depend on the students, and their own social media use. This provides the opportunity for the class to engage in spontaneous conversation, and use the language in a meaningful way. In this step, the teacher also asks a student on what Whatsapp is for two reasons. The first is that is allows a student to practice describing something, and second so that the entire class is clear on what the smartphone application is.

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2. This article is given out for students to engage in an interpretive activity. Students must work together to decipher this authentic text, and derive meaning from it. Students are asked to work in pairs to provide support, and help each other with the activity. 3. This is done as guided practice to provide additional support for students engaging in this activity. By showing them a strategy for foreign language learning, students are more prepared to tackle the objective, and more confident in their own language abilities. 4. As the students are reading the material, the teacher must circle the room, and check for understanding to make sure students are on track. This also helps students stay on task, and helps them feel accountable for the work they are doing. 5. This helps student prepare for the interpersonal activity that is to follow. By writing out their answers first, this gives them a chance to formulate their thoughts are the issue the article introduces. When finished, the students then engage in a speaking activity, which asks them to use the information from the text, and their own opinions to hold a conversation with their partner. During this activity, the teacher will continue to circle the room, and provide support when needed. 6. Bringing the class together is important to help the class as a whole summarize the main points of the article, and check and make sure that everyone is clear on the content. This also gives students, as in the speaking activity, to practice any new vocabulary that was introduced to them in the article. 7. This last step is important because it asks the students to take what information they learned in the article, and use it in a spontaneous conversation with the teacher. Based on the students responses, the conversation could take any direction, depending on what the students feel comfortable discussing, and their language abilities (mostly Intermediate-Low). Through this last step, students take the information obtained from the interpretive activity, and use that in a meaningful context in the form of interpersonal communication.

REFLECTION This was one of the lessons that took an interesting turn that I was not expecting. Towards the end of the lesson, as I told students about the issue of Facebook saving a variety of personal data, we began to move away from the topic of the article, and had a more spontaneous conversation

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about our opinions regarding the issue. What I really enjoyed about this was that it was truly spontaneous communication, as I had not anticipated students wishing to discuss this issue further. The only problem: we were not in the target language 90% of the time, but rather around 65%. If I could teach this lesson once more, I think I would try to provide students with more vocabulary about the topic that they could use to fully discuss the topic in German.

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Leseaktivitt
Lies die Artikel ber Facebook und Whatsapp genau an. Was fr Information bekommst du zum ersten Mal? Schreib deine Notizen unten, ber was du verstehst! Ich machte eine Vokabelliste, euch zu helfen.

Wie verbreitet ist Whatsapp in Amerika? Kennst du viele Leute, die (who) Whatsapp benutzten? Mit wem kommunizieren sie?

Kannst du die Speicherung deiner Daten akzeptieren und den Service weiter nutzen, oder mchtest du ihn nicht mehr haben?

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VOKABEL

die Anwendung, -en smart phone application Datenschtzer, -/Datenschtzerin, -nen A person who believes that personal information of citizens should remain secret. die Privatsphre,-n privacy etwas verschicken to send something die Schtzung, -en the estimate or rating soziales Netzwerk, -e social network (w.z.B. Facebook, Twitter, Snapchat) etwas bezweifeln to have a doubt about something Analyst, -en/Analystin, -nen An analyst um etwas gehen/es geht um etwas this is about, this concerns, it has to do withetc. der Zugang Normally entrance but in this article the possibility to get something der Server, - the server die Initiative, -n the initiative knftig future (adj) jemanden von etwas abhalten to keep someone from doing something auf etwas hinweisen to allude or refer to something vermeiden here this means to not use something dringen to come in etwas berarbeiten here: to revise, update something Die Werbung advertisement Die Meinung opinion achten to pay attention to die Rchtlinie, -n guideline(s) der Schutz protection

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ASSESSMENTS

Bartus 24 Name:___________________ Stunde:_______

KAPITAL 9 EXAM
I. Complete the conversation using the correct from of the verb listed. You will use each word only once (10 Punkte)

surfen sein

anklicken chatten

kaufen tauschen

ausprobieren drucken

brauchen schicken

Stefan: Wo bist du denn ______________?

Uwe: Mit meinem Vater im Computergeschft. Wir haben einen Drucker __________. Der alte _____________ zu langsam und nur in schwarz. Warum hast du nicht einen SMS ____________?

Stefan: Ich habe Probleme mit meinem englischen Aufsatz. Ich habe schon mit meinem Freund in England _____________________, aber der kennt mein Thema auch nicht so gut.

Uwe: Worber musst du denn schreiben?

Stefan: Etwas ber die englische Geschichte, besonders ber den Ersten Weltkrieg.

Uwe: Wir knnen verschiedene Chatrume _________________ oder auch Web-Seiten in England anklicken Stefan: Du kennst dich ja sehr gut aus. Uwe: Na ja, ich habe schon viel im Internet ______________. Du sollst aber vorsichtig sein. Gib keine persnlichen Daten ins Netz! _____________________ auch keine E-Mail Adressen mit fremden Leuten aus! Stefan: Willst du dich auf den Stuhl setzen und dein Glck mit der Maus versuchen. Uwe: Es ist doch nicht mein Aufsatz. Ich zeige dir, wo du _________________ musst, um wichtige Information zu bekommen.

Stefan: Also, zeig mir alles, was ich fr meine Arbeit ____________________

Bartus 25 II. Complete the dialog by writing in the blanks. Be sure the conversation makes sense. (10 Punkte)
Du:________________________________________________________ Anna: Ich schreibe meinem Freund Du:________________________________________________________ Anna: Einen Brief? Da brauche ich eine Briefmarke. Die E-Mail ist doch gleich da. Schickst du denn keine E-mails? Du:________________________________________________________ Anna: Hat dein Vater keinen Computer? Du:________________________________________________________ Anna: Vielleicht bekommst du einen Computer zu deinem Geburtstag B: ________________________________________________________

III. Write complete sentences using words in the sequences given. Add Articles and any other necessary words to complete the sentences. (12 Punkte)
1. Ich / legen / Buch / neben / Zeitung _________________________________________________________ 2. Sein / Fahrrad / stehen / vor / Haus _________________________________________________________ 3. Wir / gehen / acht Uhr / in / Schule _________________________________________________________ 4. Flugzeug / werden / pnktlich / auf / Flughafen / ankommen _________________________________________________________ 5. Bunt / Bild / hngen / ber / Bett

_________________________________________________________
6. Knnen / wir / spter / hinter / Bahnhof / sich treffen

________________________________________________________

Bartus 26 IV. Complete the sentences using appropriate words. (6 Punkte)

1. Wer sitzt neben _______________________________? 2. Die Touristen fahren in _________________________? 3. Led die Bcher bitte auf ________________________? 4. Die Leute warten an ___________________________? 5. Stell den Stuhl bitte nicht vor ____________________? 6. Die alte Strae ist hinter ________________________?

V. Rewrite the sentences changing the italicized words to da-compounds (4 Punkte) 1. Ich habe meinen Eltern viel von der Reise erzhlt. _________________________________________________________ 2. Freut ihr euch schon sehr auf euere Ferien? _________________________________________________________ 3. Der Fluss fliet zwischen dem Ort und dem Berg. _________________________________________________________ 4. Die Jugendlichen waren schon lange vor der Disko. _________________________________________________________

Bartus 27

VI. Write questions asking about the italicized words. Use wo-compounds (4 Punkte) 1. Tante Frieda hat ber die Europareise geschrieben. _________________________________________________________ 2. Heiko hat viel fr die Karten bezahlt. _________________________________________________________ 3. Sie haben auf dem Fuballplatz gespielt. _________________________________________________________ 4. Die Jugendlichen sind mit ihren Fahrrdern gefahren. _________________________________________________________

VII. Answer the questions with complete sentences! (4 Punkte) 1. Um wie viel Uhr kommt bei dir zu Hause meistens die Post und wer bekommt sie? _________________________________________________________ _________________________________________________________ 2. Was machst du manchmal am Computer? _________________________________________________________ _________________________________________________________

Bartus 28 VIII. On the back of the postcard, write at least five sentences to someone. On the front oft he postcard, include your name, return address and the name and address oft he person you are sending it to. Be as creative as possible! (10 Punkte)

Bartus 29 Name:______________________ Stunde:_______

KAPITAL 9 PRE/POST TEST

Vokabel
SCHREIBEN SIE DIE RICHTIGEN VERBEN IN DEN FOLGENDE STZE (9 PUNKTE)
Surfen Sein Anklicken Chatten Kaufen Tauschen Ausprobieren Drucken Brauchen Schicken

1. Du sollst deine neue Kamera __________________! 2. Heute Abend muss ich meine Hausarbeit (essay) einreichen, aber zuerst muss ich sie ____________ 3. Ich ___________ gern im Internet 4. _____________ Sie viel mit anderen Leute? 5. _____________ du deine se schne Oma eine Postkarte? 6. Was ____________ wir von dem Lebensmittelgeschft? 7. Was habt ihr im Geschft __________?????? 8. _____________ Sie das Men an, dann __________ Sie bei unserem Website! 9. Wenn ich nach Deutschland gehe, muss ich immer mein amerikanisches Geld fr Euro ____________.

Bartus 30

Dialog
ERGANZEN SIE DEN DIALOG. SEIEN SIE SICHER, DASS DAS GESPRCH SINN MACHT! (10 PUNKTE)

A: Was machst du gerade? B: _____________________________________________________________________ A: Einen Brief? Niemand schreibt Briefe mehr. Warum schickst du das nicht als Email? B: _____________________________________________________________________ A: Auch ja... das tut mir Leid. Du kannst rberkommen, und meinen Computer benutzen. B: _____________________________________________________________________ A: Heute Abend bin ich frei! Ruf mich spter! B: _____________________________________________________________________ A: Ja, ich hoffe auch. Tschss!

Bartus 31

Wechselprpositoen
BILDEN SIE STZE MIT DEN FOLGENDEN WRTER! ADD ARTICLES OR OTHER NECESSARY WORDS TO COMPLETE THE SENTENCES (6 PUNKTE) 1. Ich / legen / Buch / auf / Tisch _______________________________________ 2. Sein / Auto / stehen / hinter / Garage _______________________________________ 3. Fahren / wir / 10 Uhr / in / Stadt _______________________________________ 4. Flugzeug / werden / pnktlich / auf / Flughafen / ankommen _______________________________________ 5. Schn / Bilder / hngen / an / Wand _______________________________________ 6. Knnen / wir / spter / hinter / Schule / sich treffen _______________________________________

ERGNZEN SIE DIE FOLGENDEN STZE (7 PUNKTE) 1. Wer sitzt auf ________________________________ 2. Die Leute fahren in ___________________________ 3. Knnen Sie bitte die Bcher auf _________________ 4. Ich warte auf ________________________________ 5. Das Fahrrad ist hinter _________________________ 6. Sie sprechen ber ___________________________ 7. Sie denken an _______________________________

Bartus 32

Da/Wo-kompositionen

REWRITE THE INTALICATED PARTS OF SENTENCES WITH DAKOMPOSITIONEN (4 PUNKTE) 1. Ich habe meinen Freund viel von der Reise erzhlt. 2. Sie sprechen ber sehr dumme und schlechte Sachen. 3. Freust du dich auf die Deutschlandreise? 4. Nach der Schule warten viele Jugendlichen vor der Schule

REWRITE THE STATEMENTS INTO QUESTIONS USING WOKOMPOSITIONEN (4 PUNKTE) 1. Sie haben viel ber die Reise auf Facebook gepostet 2. Ich habe viel Geld fr meinen schnen Hemd bezahlt. 3. Wir haben auf dem Zug gewartet. 4. Sie sind mit einem schnen teureren Auto gefahren.

Bartus 33

Persnlichen Fragen
SCHREIBEN SIE ANTWORTEN ZU DEN FOLGENDEN FRAGEN! (6 PUKNTE) 1. Wie kommunizieren Sie mit deinen Freunde? Mit deinen Familie? 2. Wie oft benutzen Sie Sozialmeidenwebsiten (wie zum Beispiel Facebook, Twitter, usw.)? 3. Wie kommunizieren die meisten Leute heutzutage (nowadays) in unserer Gesellschaft?

Postkarte schreiben
SIE SIND JETZT IN DETUSCHLAND UND MCHTEN VON IHRER REISE ERZAHLEN. SCHREIBEN SIE EINE POSTKARTE AN EINEM FREUND IN AMERIKA.(10 PUNKTE) Liebe(r), ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Bartus 34

ORAL ASSESSMENT ON THE FILM ROSENSTRAE

For this chapter students will be asked to engage in a conversation with the instructor about the film Rosenstrae. The scenario occurring is the instructor has never seen the film before, and students must provide accurate information about the film. During the conversation, the following questions may occur Who are the main characters of the story? What are the three different time periods of the movie? What is the setting? What is the main problem in the story? How is this problem solved? By whom? Students will be assessed using the following rubric. Score 36-40 Exceeds Expectations 30-35 Meets Expectations 25-30 Approaching Expectations Description Speakers communicate on the topic with accuracy and fluency. The questions are answered thoroughly with details, and the speaker is clearly knowledgably of the topic being introduced. Grammatically and pronunciation errors are minimal, and occur in such a way that comprehension is not impeded. Speakers communicate on the topic with accuracy, although somewhat haltingly at times. The questions are answered with details, although some more than others. Occasional grammatically errors and pronunciation occur, but in such a way that comprehension is not greatly impeded. Speakers communicate in the target language on the subject, but the information being presented in lacking in detail. Leaves instructor to question whether speaker is knowledgeable of the subject being presented. Grammatical errors occur frequently throughout the conversation, is such a way that the intended message is often incomprehensible to the audience. Speakers struggle to communicate in the target language on the topic being discussed. May resort to English to provide explanations, and shows little evidence of being prepared to discuss the topic. Grammatical and pronunciation errors are so frequent, that they greatly impede comprehension to the intended audience. Speakers show great difficulty speaking in the target language, are unable to speak, or resort to English. No explanations to questions are provided, or the answers are extremely lacking. Grammatical and pronunciation errors are so great, that comprehension is impossible for the intended audience.

19-24 Does Not Meet Expectations 0-18 Does Not Meet Expectations.

Bartus 35

FURTHER INFORMATION TO ASSESSMENTS

Kapital 9 Pre/Post test
EVALUATION METHOD For this chapter, the pre/posts were given on the first and last day of unit. Students were asked to complete the written exercises in each section. The students had the entirety of the hour to complete the pre/post test. RESULTS When students completed the pre-test, a large number of students scored below a 50%, as they were unfamiliar with the vocabulary and grammar that was going to be introduced in the chapter. However, when students completed the post test, the class average jumped to an 87%, which serves as evidence of student growth after the completion of the unit.

Kapital 9 Exam
EVALUATION METHOD The chapter exam was given out the day before the oral exam in the calendar. Students were asked to answer a variety of questions, in regards to grammar, and vocabulary related to our theme of communication. The students had the entire hour to finish, however most finished within 45 minutes. RESULTS Overall, the results of the chapter test were high. 70% of the population scored within the A and B range, while the other 30% was below that mark. Only 1 student failed the exam, with a score of 58%. This showed the instructor that the majority of the students understood the information, which was presented to them, and were able to apply that knowledge when asked to do so on an assessment.

Bartus 36

Oral Assessment
EVALUATION METHOD For our oral assessment for this chapter, the students were asked to engage in a conversation on the film, which was shown during our unit. The instructor had prepared questions that were to be asked. Each student was asked to find one partner, and the pair would join the teacher in the hall, and have a conversation about the film. The students were scored using the rubric provided in the assessment description. RESULTS The majority of students were able to effectively communicate with the teacher about the film. As the instructor poised questions, students answered in the target language in great detail, and some to a greater extent than most. 4 students in the class struggled with the assessment, and experienced great difficulty, when attempting to stay in the target language.

Reflection
Based on the evidence shown in the assessment scores, most students have demonstrated knowledge of the unit objectives. For the students who did not meet the objectives, if I were to teach this unit again, I would have to try different approaches to my teaching, to make sure that I am reaching learners of all levels.

REFLECTION AND PLANS FOR REVISION

Teaching this entire unit on my own has allowed me to reflect on some areas that I am really strong in as a new foreign language teacher, but more importantly on areas in which I still need to improve. As a new teacher, there are a few areas I feel strong in. First is my ability to make real, authentic relationships with the students I met, which for me is one of the most

Bartus 37 important things to have as a teacher. By building this relationships and showing students that I care for their learning, I believe they came into our classroom much more motivated to learn and ready to speak the target language than they would otherwise. Another strength I have is being able to set the expectation that as a class, we will stay almost exclusively in the target language, and by setting this expectation, my students responded well, as many enthusiastically embraced the language, and were much more willingly to communicate with my CT or me in German. One other strength I believe I have is being able to teach language by providing a context, in which students can work. By doing this, I believe students are much more motivated because they can see the reallife applications of the language they are studying. As a new teacher, it is also important to reflect on the areas that I need improvement in. First, after the conclusion of the unit, one area that I think I can improve in is combining all the different activities I have planned into a lesson more, so that class time flows more together as one period, than more chopped and divided by the activities I have planned. Another important area is being able to reach out to those few struggling students that may have needed more support from me during my teaching. I think that if I had tried to use more strategies to cater to a wider variety of learners, these couple students could have shown more success than what appeared on their test scores. One of the most successful activities of the unit was the reading of the German news article about the smartphone application Whatapps. I think this activity was successful for a variety of reasons. First, this was something that was already familiar to a quite a few students, and because of that, they could draw on their prior knowledge to derive meaning from the text. Also, as the discussion was occurring, the topic was

Bartus 38 something very personal to the students and because of that, students were more motivated to engage the instructor and peers in the target language. By bringing in current events from the target culture, I found that students were more engaged, and I believe their language skills benefited because of that. One lesson I would change if given the chance would be the second PACE grammar lesson I gave on da/wo-compounds in German. I say this because while the PACE method, I believe, is a very effective strategy for teaching grammar, this is a concept that in reality is not too difficult for students to master, provided that they receive the correct practice exercises. Reflecting back on this lesson, I would change the grammar lesson to something more direct, while staying in the target language, and use the remaining time for a different activity, maybe some more vocabulary practice. Teaching this unit for an enriching experience for me. It allowed me to reflective on what my strengths and weaknesses are as a teacher, which will help me immensely prepare myself for the time when I will finally have my own classroom, and I will be able to work with my own students.

Bartus 39

PLANS FOR PROFESSIONAL DEVELOPMENT AND GROWTH

Throughout the semester, I have continually searched out for different professional development activities to help me develop into more of an effective language teacher. To be specific, I have attended several workshops for foreign language teachers, and have joined professional organizations to give myself more resources to effective teaching strategies. One workshops I attended this semester took place here at Grand Valley State University, the MLL Outreach program. This was an enriching experience, as the workshops I attended helped me reflect on my own teaching, and what I could potentially do better. To name a few examples, I attended workshops on breaking down cultural stereotypes, introducing and practicing vocabulary within a context, and the importance of having cultural intelligence when working in a classroom. In order to further have more access to additional resources for teaching, I have joined the professional organizations ACTFL and AATG, in addition to subscribing to the AATG listserv. By joining ACTFL, I now have information to future professional development activities and additional resources such as the Language Educator, which will help keep me up on the latest research in regards to language acquisition. Since joining AATG, this has allowed me even more access to resources specifically designed for German teachers, and has additional helped me find some potential job opportunities. I look very much forward to taking part in conferences sponsored by both this organizations, and will continue to search for additional possibilities in the future. Lastly, to help myself grow as a new teacher, I will seek a mentor teacher at the school district I

Bartus 40 am hired at, if the district does not already provide such a program. By finding the right mentor, I hope that they can continue to help me develop into an effective teacher of the German language, just as my professors at Grand Valley, and my CT have.

Bartus 41

STATEMENT OF TEACHING PHILOSOPHY

My journey this year to become a teacher of the German language has been one which has allowed me to reflect on the aspects of teaching, which will allow my students to become life-long learners of language. Throughout this past year working as both a Teacher Assistant and a Student Teacher, I have had a multitude of different experiences that have allowed me formulate my own opinions, and develop my own philosophy, in regards to language teaching. Teachers play an important role in the lives of the students, who sit in our classrooms. If we want these students to succeed, we must have high expectations for all, and even more importantly, we must communicate these expectations. By sharing this information, students will know what we as teachers want them to accomplish, and as such, I believe this leads to increased learning in the classroom. In regards to language acquisition, my goal for students is to be able to communicate in the target language with myself, their peers, and people from the target culture. Communication in everyday life occurs in a variety of ways, and as such, this will also be true within my own classroom. One of the most important things to consider when teaching language is to allow the opportunity for true spontaneous communication between peers, and I will format lessons in such a way that this possibility is maximized. Lesson objectives made by myself will always center around functional objectives, i.e. what my students will be able to do with language after the conclusion of a lesson. When students learn a foreign language, they are not only learning the language but also about the cultures associated with it. Through the foreign language, teachers must incorporate culture into lessons, as this will help the students global awareness grow, encourage them to be tolerant of other cultures, and prepare them to become wellinformed global citizens in our society. Students learn best from someone they trust. As such, teachers must be able to build real, authentic relationships with students, and get to know each one of them as an individual if they want them to be successful leaners. Once the trust has been built between teacher and learner, the teacher can begin to craft lessons, which challenge students language abilities more and more, which will result in higher achievement for the leaners. Another important aspect of this is creating a warm, welcoming, yet challenging learning environment. Especially in the foreign language classroom, where some may have great fear of making errors in the target language, this is of the utmost importance in order to insure that all students feel safe and comfortable communicating with the instructor and each other. Working as a teacher, it will be my goal to encourage each of my students to reach their maximal potential. Learning a foreign language is the epitome of a liberal education, and through the language, students come more to understand the world around them. Being able to work this year in a secondary German classroom has been an amazing, enriching experience, which has helped me grow into the new teacher I am today, and now more than ever I feel prepared to take on the responsibilities of a foreign language teacher.